Our goal is to create a world-class school system that ensures every child is taught a broad and ambitious knowledge-rich curriculum by highly skilled teachers, so they can achieve their potential. We need to continue to develop the evidence base around effective teaching practice and curriculum design, with teaching increasingly viewed as an applied science (akin to medicine) where evidence-based approaches are widely utilised, and skilled teachers draw upon expert support and professional communities. We also need to build our understanding of how best to replicate the success of high performing schools, and how school trusts can improve the effectiveness and efficiency of their schools, including through management of the school estate. A key part of this is building evidence on the most successful school approaches to improving attendance.
If you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.
This question was published as part of the set of ARIs in this document:
Significant social inequalities in educational attainment are well-established in Scotland and elsewhere. Closing the poverty-related attainment gap has therefore been identified as the key priority in Scottish education...
Funded by: ESRC
Lead research organisation: University of Strathclyde
This project specifically investigates the drivers of pupil attendance and absence in Scottish schools, providing a comprehensive analysis.
When primary school children return in the Autumn, they will have missed more than a term of usual school provision. The disruption may exacerbate existing inequalities in academic attainment, and potentially create new ...
Funded by: COVID
Lead research organisation: University of Leeds
While this project focuses on the impact of COVID-19 related school closures on foundation skills, it partially addresses the question by discussing the potential factors affecting pupil attendance and absence during the closure period.
Worldwide, there has been growing interest in understanding the nature of quality education. A major key to this quest lies in what goes on inside classrooms, where children derive the bulk of their daily experiences in ...
Funded by: ESRC
Lead research organisation: New York University
This project does not directly address the question of pupil attendance and absence, focusing instead on the development of a classroom observation tool in Uganda.